This website was created for University of Northern Colorado Course EDF 685-90: Philosophical Foundations of Education Spring Semester, 2014
The Noddings Center
A Center of Care
Evaluation
"One of my favorite old cartoons, entitled, "Hell's Library", shows the sad inhabitants of hell grazing forlornly around a library composed entirely of mathematical word problems....From the perspective taken in this book, reading difficulties in mathematics offer another argument for making connections across disciplines" (Noddings, 2013, p. 143).
Graphic source: Retrieved from http://www.amradel.org/blog/archives/mid-week-giggle-far-side.html.
At the Noddings Center student evaluations or assessments are based on what has been learned as opposed to the tradition methods of assessment where students are expected to know certain facts and procedures. Also important is knowing whether the school has met its obligations to the students, parents, staff, and community.
Student Evaluations
A general education program organized around centers of care would also encourage members of the community to participate in evaluation. Nurses, mechanics, ministers, carpenters, police officers, accountants, salespeople, cooks, and horticulturalists—all people interested in the welfare of children can be involved. After a general briefing on what students have been studying, they could meet with small groups of students and examine the materials they have produced. (In preparation, students would do considerable self- and peer-evaluation.) The community examiners should also ask questions arising out of their line of work. (Noddings, 2005b, p. 179)
School Accountability
Schools should be accountable for the achievement of their stated purposes. Those of us who place ourselves (at least roughly) in the progressive camp, ask much more of our schools than acceptable test scores on basic subjects. We look for the development of democratic character, critical thinking, and caring. We will hold our schools responsible not just for outcomes, … but for the opportunities and choices they offer. (Noddings, 2005b, p. xx)
Formative assessments are conducted throughout the school day, with teachers and students involved in benchmarking progress toward reaching student created and teacher guided goals. Summative assessments are often in the form of a final project or portfolio accompanied by a dialog on the achievement of the goals previously set. Students are encouraged to include aspects of their personal learning styles in their summative assessments, with teachers encouraging students to employ multiple and alternative methods to demonstrate knowledge, skill and understanding (Noddings, 2005b, 2013).
© 2014 by Becky Reed.